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English Teaching Journal : A Journal of English Literature, Language, and Education
Published by Universitas PGRI Madiun
ISSN : 23382678     EISSN : 26864738     DOI : 10.25273
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Teaching Journal: A Journal of English Literature, Language, and Education (ETJ) is published by Universitas PGRI Madiun and organized by the Department of English Teaching, the Faculty of Teacher Training and Education.
Arjuna Subject : -
Articles 210 Documents
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“TOP SPEAK” TO IMPROVE SPEAKING SKILL IN SMP N 3 DOLOPO Arifin, Samsul; Septiani, Erike; Indarwati, Yuyun; Hidayah, Nisa Nur
English Teaching Journal Vol 3, No 1 (2015)
Publisher : English Teaching Journal

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Abstract

One of the English skills that has to be learned by the students is speaking. Speaking every day at school will make the students have an ability to speak in public, to deliver their inspirations or views in correct way. Developing this ability can be done by guiding the students to speak English in right way. English is a need in this global and developing world. It can be easier if studying English using media. One of media that can be used is “Top Speak”. This study is aimed to give solution to the junior high school students to develop their ability in speaking English in right way and guide them how to be a public speaker. By doing this research, hopefully the students of junior high school can speak and express their point of views accurately. This research uses legend as the topic for teaching and learning process. The legend is taken from the story in Indonesia that can be learn and known by the students to improve their knowledge. The story is in the form of conversation and the students have to practice the story so they will feel the situation in the story. The researcher uses “Top Speak” to help the students as the property in practicing the story. This practice will make the student easily speak English. The type of this research is descriptive qualitative with the students of SMP N 3 Dolopo as the subject. The researcher uses interview, documentation, field note, and checklist as data collection method. The result of this research shows that the students are very interested in speaking English. It can be seen from the way the students speak in front of the class bravely. Moreover, the media is very interesting for the students. The teacher also can make this media easily. This study found some problems during the research such as the location of the school, the schedule of the research, time allotment for the process of making the media, and the students’ shyness to speak in public area.
OPUS DEI: BEYOND THE FICTION Hidayatullah, Abi Makarim; Purnomosasi, Lusia Kristiasih Dwi
English Teaching Journal Vol 2, No 2 (2014)
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Abstract

The purpose of this research is to describe the Opus Dei organization inside The Da Vinci Code movie and Opus Dei in reality. It is due to the controversies and much efforts to defend the truth against  the  movie.  This  research  uses  descriptive  qualitative  method.  The  researcher  needs  a sociology of literature by Alan Swingewood to get evidences the effect and goals of the author in creating a story. The analysis reveals that the representation of Opus Dei inside The Da Vinci Code confirms as dangerous  organization, destructive mission, a killer, and corrupted members.  It is contradiction facts far from reality that Opus Dei concerns on the serving people to keep devotion of Christian. Opus Dei is the open legal organization doing charity for better living which has mission and independent finance sources. The conclusion show that the controversies functions to get the movie’s rating raised since it deals with the mass demand in popular literature. The evidences confirm that the representation of Opus Dei inside The Da Vinci Code are negated from the reality.
Critical Thinking in ELT: Theory and Practice Irawati, Lulus
English Teaching Journal Vol 2, No 1 (2014)
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Abstract

Critical thinking may be considered as an essential substance contributing to the success of students learning a language, in this English. Some skills in English such as listening, speaking, reading and writing can be successfully achieved whenever students were critical, since critical thinking is also the ability allowing the students to express everything freely. Unfortunately, utilizing critical thinking is not as simple as seen. There should be a regular and consistent process done to encourage the students to be critical. Thus, some approaches, methods, techniques or media need to be applied in order to succeed the achievement of being critical thinkers. Thus, this paper reveals some theories and practices based on reviewing some articles of critical thinking in English Language Teaching (ELT).
THE IMPLEMENTATION OF DEMONSTRATION TECHNIQUE TO TEACH SPEAKING IN PROCEDURE TEXT OF THE X GRADERS OF SMAN 1 MAGETAN IN THE ACADEMIC YEAR 2013/2014 Sulastri, Siti
English Teaching Journal Vol 3, No 2 (2015)
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Abstract

Learning to speak is not easy especially for the learners. The teacher always finds that the students or the learners are often reluctant because they are shy and difficult to express themselves in front of  other people, especially when they are being asked to give personal information or opinions. Besides they are rarely given a chance to practice their speaking. Because of less in practicing to speak English or even never, students are finally afraid of speaking. They are afraid of making mistakes, especially in grammar and pronounciation. To make the students have motivation in speaking, the teacher should be able to facilitate and encourage the students in order to speak English as much as possible. Therefore the teacher needs to create an atmosphere where the students will feel free to use language they learning, so the learners will not get bored in learning English. There were three steps in the implementation of demonstration technique, pre activity, while activity and post activity. In pre activity, the teacher always opened the lesson through greeting, asking the student’ condition and checking the attendance list. The teacher also prepared the materials every meeting. Then the started to introduce the material and explained the demonstration technique. In whilst activity, the teacher always asked the students to bring things that they would present in the following day. Then the teacher asked the students to discuss the steps with their friends how to make something before they started to demonstrate their properties. After discussing, the students began to demonstrate their properties while practicing it directly in front of the class. After demonstrating, other students began to respond their friend’s presentation. In post activity, the teacher observed the students activity and controlled their interaction during teaching learning process. She always gave reward to the best performance students, and corrected the students mistakes.After the students had the implementation of demonstration technique, their speaking ability showed that 75 % scores were increasing. So demonstration technique gave positive effect to the students’ speaking ability. And it can be said that demonstration technique was interesting for the students in learning  speaking.The student’ response toward the implementation of demonstration technique in the process of teaching speaking were good. It can be showed that most of them stated that the use of this technique were really interesting and made the students more active in class. They also agreed that it could help them practice speaking English bravely. It was because the teacher chose appropriate topics selected which was related to the students’ interest and daily lives.
INTERFERENCE IN LEARNING ENGLISH: GRAMMATICAL ERRORS IN ENGLISH ESSAY WRITING AMONG SEVENTH GRADERS OF MTs DARUL ULUM, SUKOSEWU, BOJONEGORO, EAST JAVA Ghufron, M. Ali
English Teaching Journal Vol 3, No 2 (2015)
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The purpose of this research was to present an analysis of interference effect, a factor that plays an important role in inhibiting the acquisition of English among seventh grade students of MTs Darul Ulum, Sukosewu, Bojonegoro, East Java. The data substantiating the discussion throughout this article came from an empirical study of errors in essays written by seventh grade students of MTs Darul Ulum in the academic year of 2015/2016. The participants were all students in 7A class consisting of 30 students. The participants were chosen by cluster random sampling. The findings of the study show that the learners are still having difficulty in using correct English grammar in their writings. The three most frequent errors are: 1) the use of articles, 2) subject-verb agreement, and 3) copula ‘be’.
ENGAGING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN 2013 NATIONAL EDUCATION CURRICULUM Januarti, Endah
English Teaching Journal Vol 3, No 1 (2015)
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The implementation of CALL in the classroom to improve the students’ reading capability is successful viewed from some dimensions. The implementation of CALL in the classroom can change the role of students and teacher in classroom interaction; from teacher-centered to students-centered which makes the students be the central of the instructional process. CALL also improves the process of learning. It motivates the students to learn, provides various teaching materials, and triggers the students’ creativity by providing nearly unlimited learning materials. However, in integrating the application into the curriculum the teacher need to make the application meaningful for the students. For this, the function of the computer is to support the learning objectives. The implementation of CALL in the classroom is very essential in enhancing the students’ capability in English language learning. Therefore, it is recommended that; (1) English teachers should pave the way the development of technology to improve their quality of teaching; (2) English teacher need to be creative and innovative in developing learning strategies to create better learning environments; (3) Schools have to provide the students  better facilities; and (4) Due to the limited time to study at school, it is recommended for the students to study after class since CALL provides them opportunities to develop themselves to improve their language competence, especially reading.
THE EXPRESSIONS OF CORRECTIVE FEEDBACK IN SECOND LANGUAGE CLASSROOM Sulistyani, Sulistyani
English Teaching Journal Vol 2, No 2 (2014)
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This study aims to review the teacher’s expressions which constitute teacher’s corrective feedbacks (CFs) in oral production and examine the ways the teachers expression revealing teacher’s CFs. The data are in the forms of teachers utterances obtained from four research articles. The result shows that teacher expressions which  constitute CFs cover explicit correction, recast, clarification request, metalinguistic, elicitation, and repetition. While the ways which reveal teacher’s CFs are found to be reduction, negation, and  expansion. The area to be corrected commonly involves phonological, grammatical, and lexical errors. So, it can be concluded that in a second language classroom instruction, teacher’s CFs expressions lead learners erroneous utterances to be resolved because by saying "Sorry?" (clarification request), a teacher implicitly asks a language learner to reformulate what he has just been said which is usually called repair. Thus, it implies that the teacher’s CFs expressions in a second language classroom instruction are facilitative to resolve learners problematic linguistic accuracy. In Indonesia, where English is used as foreign language, CFs are important to be practiced. Therefore, CF’s expressions are necessary to be introduced as a model to practice for the improvement of the linguistic competence especially in English speaking as it is assumed that excellence in speaking is expected to increase Indonesian human capital particularly in global competition and international communication.
TEACHING READING BY USING GIST STRATEGY VIEWED FROM THE STUDENTS’ COGNITIVE ASPECT ON THE EXTENSIVE LEVEL OF ENGLISH DEPARTMENT STUDENTS IKIP PGRI MADIUN Ningsih, Nuri Ati; Kurniawan, Arri
English Teaching Journal Vol 3, No 2 (2015)
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This research aimed at (1) describing the implementation of GIST strategy in the process of teaching reading viewed from the cognitif aspect having by the students; (2) finding the positif aspects of the implementation of GIST strategy; (3) knowing the weaknesses of the implementation of GIST strategy in the process of teaching reading viewed from the cognitive aspect. The method in this research was descriptive qualitative. In doing the research, there were some steps to be implemented to collect the data. They were observation, interview, and documentation. Then, analyzing data was done by reducing the data, presenting the data and drawing conclusion or verification.            The result of the research showed that (1) GIST has been implemented maximally by the lecture based on the characteristics of this teaching strategy. To dig up the students’ cognitive aspects, the lecture provide the specific worksheet which represents the students’ cognitive level for higher order thinking skill, (2) GIST creates the students’ character in a good manner, such as; active, responsible and confident.They also learn how to work in a team; (3) Some weaknesses found in this research are; It needs a long time to create the instrument  to support  the implementation of GIST and Evaluation must be done by combining both cognitif level and  the level of reading ability.
SPEECH ACTS PREFERENCE IN COMPUTER – MEDIATED INTERCULTURAL COMMUNICATION VIA FACEBOOK MESSENGER: A NETNOGRAPHIC STUDY Nugraha, Yehezkiel Adhi
English Teaching Journal Vol 3, No 1 (2015)
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            People will not only use language for sharing message but also due to do an action. Through language, people will ask, promise, refuse, greet, invite, thank, and so on. The purpose of this research is to identify the speech acts preference used by Indonesian and Filipino non – native speakers of English via Facebook Messenger. Besides, to identify the similar or different of speech acts preference they used.             The source of data are utterances of conversation in Facebook Messenger. The researcher applies documentation and an observation (reading the book and internet as the references) in collecting the data. After collecting the data, the researcher analyzes the data by focusing the speech acts theory. In order to support the evidence of the result, the researcher needs to describe and compare the high context-cultures and low context-cultures by Hall (1976) and also cultural dimension of Indonesia and Philippines by Hofstede.The result of the analysis shows that the most speech acts preference used by Indonesian and Filipino non - native speakers of English is direct speech act. Similar and different types of speech acts are found. The similar speech act preferences are found in declarations and representatives. The different speech acts preferences are found in expressives, directives, commissives, direct, and indirect speech acts. The result of this research also shows that the communication of Indonesian and Filipino are included into low contex-cultures. It is contrary with the theory of Hall and Hofstede which shows that Indonesia and Philippines factually should be high context-cultures.
HOOLIGAN: BARCLAYS PREMIER LEAGUE: A CULTURAL DISCOURSE ANALYSIS Nugroho, Bagus Indro; Ricahyono, Sigit
English Teaching Journal Vol 2, No 2 (2014)
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Culture or history of each club in Barclays Premiere League and its hooligan influence the name of hooligan. The purposes of this study is identifying linguistics form of the Hooligan Firm’s name in football club of Barclays Premiere League and is analyzing how the socio-cultural contexts relates to the Hooligan Firm’s name in football club of Barclays Premiere League. This research uses Cultural Discourse Analysis (CuDA) as the grand design of analytical framework. CuDA concerns with analyzing of the impact of the culture to language. The type of qualitative method for this research are content analysis and documentation is used to collect the data. The results of this research shows the linguistic forms of Hooligan Firm’s name are constructed by words, leading to nouns by inflectional  and  derivational  suffixes,  and  phrases,  leading to  Head  and  Modifier.  The cultural background of Hooligan Firm’s name comes from the nickname of the club, the police rules, and the social conditions of the members. It deals with the matter of masculinity to get power among others.

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